The module is intended to introduce students to the teaching of literature in schools and more generally, particularly how organic personal response to literature can be reconciled with formal literary-critical approaches. It will approach this through literary works often encountered in schools and the works of William Shakespeare
Module learning outcomes
Develop a close knowledge of some key literary texts in the genres of poetry, prose and drama;
Consider the ways in which writers choices of form, structure and language shape meanings in texts;
Assess the ways in which the responses of other readers (including critical theorists) can affect their own interpretations of literary texts, so that they start to question and re-evaluate their beliefs and assumptions;
Extend their critical analysis skills, objectively assessing a range of factors and theories which may affect the ways in which texts are written, read and understood.
Academic and graduate skills
Students will be expected to locate and engage with a variety of literary, literary critical and theoretical sources. They will practice extracting key points from articles, identifying arguments and the evidence which support these. Students will be asked to engage with debates on set texts and resources. They will be required to communicate effectively orally and in writing.
Students will also develop their IT skills by interacting with the VLE as an integral aspect of this module.
% of module mark
Essay/coursework 2000 word essay
Essay/coursework 3000 word essay
Special assessment rules
% of module mark
Essay/coursework Reassessment essay 3000 words
Individual written feedback reports, with follow-up tutor meeting if necessary. The feedback is returned to students within 6 weeks of submission.
Hawthorn, J. et al (2001) Studying Literature: The Essential Companion London: Hodder Arnold Onyett, N. (2005) Comparing Texts London: Routledge Short, M. (2006) Exploring the language of poems, plays and poems. London: Longman.